Learning Standards

 

English Language Arts (ELA)

ELA Standard #1 Reading

E1aThe student reads at least twenty-five books or book equivalents each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The  materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. 

E1bThe student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books in one genre, and produces evidence of reading that:
* makes and supports warranted and responsible assertions about the texts;
* supports assertions with elaborated and convincing evidence;
* draws the texts together to compare and contrast themes, characters, and ideas;
* makes perceptive and well developed connections;
* evaluates writing strategies and elements of the author's craft.

E1cThe student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:
* restates or summarizes information;
* relates new information to prior knowledge and experience;
* extends ideas;
* make s connections to related topics or information.

E1dThe student reads aloud, accurately (in the range of 85-90%), familiar material of the quality and complexity illustrated in the sample reading list, and in a way that makes meaning clear to listeners by:
* self correcting when subsequent reading indicates an earlier miscue;
* using a range of cueing systems, e.g., phonics and context clues, to determine pronunciation and meanings;
* reading with a rhythm flow and meter that sounds like everyday speech.

ELA Standard #2 - Writing

E2aThe student produces a report that:
* engages the reader  by establishing  a context, creating a persona, and otherwise developing reader interest;
* develops a controlling idea that conveys perspective on the subject;
* creates an organizing structure appropriate to a specific purpose, audience, and context;
* includes appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote;
* provides a sense of closure to the writing.

E2bThe student produces a response to literature that:
* engages the reader  by establishing  a context, creating a persona, and otherwise developing reader interest;
* advances a judgment that is interpretive, analytic, evaluative, or reflective;
* supports judgment through references to the text, references to other works, authors, or non-print media, or
   references to personal knowledge;
* demonstrates an understanding of the literary work;
* provides a sense of closure to the writing.

E2cThe student produces a narrative account (fictional or autobiographical) that:
* engages the reader  by establishing  a context, creating a persona, and otherwise developing reader interest
* establishes a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of
   events);
* creates an organizing structure;
* includes sensory details and concrete language to develop plot and character;
* excludes extraneous details and inconsistencies;
* develops complex characters;
* uses a range of appropriate strategies, such as dialogue and tension or suspense;
* provides a sense of closure to the writing.

E2d
The student produces a narrative procedure that:
* engages the reader  by establishing  a context, creating a persona, and otherwise developing reader interest;
* provides a guide to action that anticipates a reader's needs; creates expectations through predictable structures, e.g., headings; and provides transitions between steps;
* makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate;
* includes relevant information;
* excludes extraneous information;
* anticipates problems, mistakes, and misunderstandings that might arise for the reader;
* provides a sense of closure to the writing.

ELA Standard #5 Literature

E5aThe student reponds to non-fiction, poetry, and drama using interpretive, critical, and evaluative processes; that is, the student;
* identifies recurring themes across works;
* analyzes the impact of author's decisions regarding word choice and content;
* considers the differences among genres;
* evaluates literary merit;
* considers the function of point of view or persona;
* examines the reasons for a character's actions, taking into account the situation and basic  motivation of the characters;
* identifies stereotypical characters as opposed to fully developed characters;
* critiques the degree to which a plot is contrived or realistic;
* makes inferences and draws conclusions about contexts, events, characters, and settings.

E5bThe student produces work in at least one literary genre that follows the conventions of the genre.